102098 CONTEMPORARY TEACHER LEADERSHIP

ASSESSMENT ONE REPORT

1H 2019
JADE CUNNINGHAM 17999508

Abstract

The following report provides recommendation for the evaluation of the Stage 5, Year 9 Geography Unit

‘Human Wellbeing’. The unit of work has been designed for diverse learners at Camden High School. The

proposed recommendations for the development of the unit are targeted at meeting the learning needs of

students within the Year 9 class. The programming for ‘Human Wellbeing’ has been reconstructed through

the Understanding by Design framework. Particular focus is placed on the inclusion of literacy and numeracy

teaching and learning strategies to support students’ development of geographic concept comprehension

and application. Critical and creative thinking and personal and social capabilities are identified to be key

considerations to support the personal growth and academic achievement of students.

Page | 1
 Table of Contents

EXECUTIVE SUMMARY

Objective Page 3

School and Faculty Context Page 3-4

Report Goals Page 5

Brief Recommendations Page 5

Reference List Page 6

BACKGROUND INFORMATION

Background of the Unit Page 7

COMPARATIVE TABLE

Comparative Table Page 8-11

Reference List Page 11

REPORT OF RECOMMENDATIONS

Recommendations Page 12-14

Reference List Page 15

RECONSTRUCTED UNIT

Scope and Sequence Page 16

Concept Map Page 17

Unit Outline Page 18-23

Assessment Task and Marking Criteria Page 24-32

Reference List Page 33

APPENDIX

Original Scope and Sequence Page 34

Original Unit Outline Page 34-39

Original Assessment Task and Marking Criteria Page 40-46

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 EXECUTIVE SUMMARY

Objective

This report provides recommendations for the ‘Human Wellbeing’ program at Camden High School to best

support the needs of diverse learners. Modifications have been made to the unit of work using the

Understanding by Design framework to ensure students are supported in their development of literacy and

numeracy, critical and creative thinking, and personal and social capabilities.

School and Faculty Context

This report has been constructed for the Camden High School Human Society and Its Environment (HSIE)

faculty. Camden High School is a comprehensive public high school located in South Western Sydney (Brady,

2018). The school has a small percentage of diversity within its population as shown in figure one, with 9% of

students from language backgrounds other than English, and 5% of students identifying as Aboriginal or Torres

Strait Islander persons (My School, 2017). Camden High School has a diverse spread of community socio-

educational advantage as highlighted in figure two, with the school above Australian distribution in the

bottom and middle quarters, whilst having 9% also in the top quarter (My School, 2017).

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Figure One.

Figure Two.

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 Report Goals

• Address literacy and numeracy concerns through the implementation of targeted teaching and

learning strategies throughout the program

• Integrate inquiry-based learning within the teaching and learning strategies of the program to

support the development of students critical and creative thinking

• Establish authentic, positive collaborative learning experiences within the unit of work to support

students’ development of social capabilities

• Support students’ self-direction in their learning to develop personal capabilities

Brief Recommendations

This report recommends the reconstruction of the ‘Human Wellbeing’ unit of work using the Understanding

by Design framework to enhance support for diverse learners, inquiry-based learning opportunities and

threshold concept understandings. The recommendations made using the Understanding by Design

framework are supported by the Australia Curriculum, Quality Teaching Framework, Australian Teaching

Standard and current academic literature.

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 Reference List

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for

teachers. AITSL. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Brady, M. (2018). Principal’s message. Camden High School. Retrieved from https://camden-

h.schools.nsw.gov.au/about-our-school/principal-s-message.html

McTighe, J. & Wiggins, G. (2012). Understanding by design framework. ASCD. Retrieved from

https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

My School. (2017). Camden High School: school profile. ACARA. Retrieved from

https://www.myschool.edu.au/school/41566

NSW Department of Education. (2006). Quality teaching in NSW public schools: a classroom practice guide.

NSW Government.

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Page | 6
 BACKGROUND INFORMATION

The unit of work this report focuses on is for the Stage 5 Geography topic ‘Human Wellbeing’. The unit was

taught at Camden High School to Stage 5 Geography classes for both years 9 and 10. The unit was created for

the diverse learners within mixed ability classes. The school has limited Information and Communication

Technologies (ICT) available to students, with each faculty have one Google Chromebook laptop trolley

teachers are able to book. Each classroom has a projector and speakers available for teachers use.

The redesigned unit of work using the Understanding by Design framework uses the first two syllabus dot

points as they were taught on professional practice. The Year 9 class this reports recommendations are

centred upon consisted of no students from language backgrounds other than English. The Year 9 class was

composed of both male and female students of diverse learning needs and abilities. The class consisted of

three students with Autism Spectrum Disorder (ASD) with individual learning plans (ILP). One student’s

learning plan included a learning adjustment to receive increased reading time of any written text. Each ILP

provided students with learning goals, with a particular focus on the development of literacy and numeracy

skills, and the development of positive interactions with peers. Strengths of the class include their competitive

and inquisitive nature. Students engaged with hands-on activities and the opportunity to direct their own

learning.

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 COMPARATIVE TABLE

Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested
consideration

Literacy Literacy focus No explicit teaching and Inclusion of do now Goss and Hunter (2015)
identified as part of learning strategies activities at the identify the critical need
the continuum of identified within the commencement of for Australian teachers
learning: essay and
unit of work to develop lessons as a teaching to support and develop
paragraph writing,
sentence structure. students’ literacy skills. and learning strategy students’ literacy
Although limited Although literacy to develop students’ abilities beyond the
detail is given, the focuses are identified, literacy abilities. A focus of NAPLAN results.
identification of activities do not provide variety of activities Literacy is the
strategies shows the opportunity for are implemented to foundation for students’
intent for their explicit teaching of key support student life of learning including
implementation.
literacy areas. engagement and the ability to interpret
strengthening of and apply information to
particular skills. Do a range of contexts
now activities include (Goss & Hunter, 2015).
one-minute essays,
cryptogram puzzles
and word fits.

Numeracy Numeracy focus Limited use of Inclusion of Grasby et al. (2019)

identified as part of numeracy and dedicated numeracy research of Australian
the continuum of geographic skills and geographic skills school students
learning: activities within the unit activities within unit highlighted that a
percentages, of work to develop of work to target student’s numeracy
graphs and students’ knowledge students’ strengths ability is not influenced
statistics analysis and capabilities. and areas of by their socioeconomic
Although focus skills are improvement. The position. It is the
identified, there is topic ‘Human teaching and learning of
limited use of Wellbeing’ provides numeracy that defines
challenging numeracy the opportunity to students’ capabilities
activities to strengthen utilise population (Grasby et al., 2019). The
and develop students’ pyramids, choropleth Australian Curriculum
skills. maps, population supports all diverse
profiles and spatial learners to unbiasedly
technologies. strengthen the ability to
Students are required apply geographic
to effectively numeracy.
measure, construct
and interpret data to
build their

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 geographic
understanding.

Critical and Activities are The topic ‘Human The use of inquiry- Chu and Sung (2016)
Creative implemented to Wellbeing’ provides the based learning within identify the importance
Thinking encourage students opportunity for lessons will provide of inquiry-based learning
to investigate students to reflect on students the for the improvement of
geographic their experiences of the opportunity to student learning and
information, world in comparison to research, analyse engagement. The use of
interpret and others. Limited explanations and an inquiry-based
create opinions, authentic opportunities make decisions. The approach develops
and think creatively to engage in critical and implementation of students high level
within activities creative thinking are peer collaboration thinking and problem-
such as students utilised. encourages creatively solving abilities
being asked to about possibilities for associated with critical
share how they feel the improvement of and creative thinking.
about particular the future.
topics.

Personal and The topic ‘Human As students with ILP’s in Utilising inquiry- Scott (2015) highlights
Social Wellbeing’ allows the class have the based learning and the need for teachers to
Capabilities students to reflect learning goal of peer collaboration implement pedagogy to
on their own developing personal students are able to transform students
personal identity and social capabilities use geographic learning experience to
and place within there is a limited knowledge to create develop 21st century
the world. Activities opportunity for a sense of belonging skills. Preparing for
incorporate some students to engage in in their classroom. todays employment
level of personal meaningful Collaborative landscape, students
reflection and collaboration. The activities allow must learn to engage in
collaboration implementation of students to collaboration, the
within activities. collaborative activities communicate their construction and
involving different sized knowledge with each organisation of
groups supports other and audiences knowledge, and effective
students’ development using various modes. communication with
of confidence in their audiences (Scott, 2015).
personal and social
capabilities.

Lessons provide Limited student Integrating student Davies et al. (2015)

opportunities for direction or interests direction within the identify the importance
students to engage are used to engage unit is done so personal and social
with prior learners. It is important through connecting capabilities for the
knowledge and for students to develop learning to students improvement of
interests through the ability to self-direct interests and academic achievement.
human and physical their own learning, as strengths. Self- Social-emotional
geography. well as the capacity to directed investigation learning is valuable for
develop and and communication all students’
communicate their own of knowledge is key development of key
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 opinions, beliefs and
questions.
Understanding Unit of work utilises Limited assessment of
by Design the Stage 5 students’ knowledge
Geography syllabus development and
to inform lesson comprehension is
content. Lessons made. Although lessons
are sequenced to are sequenced to build
build upon upon students
students’ understanding, without
knowledge. quality assessment
strategies it is unclear if
meaningful knowledge
transfer is occurring.
Use resources for Majority of resources
students’ rely on Cambridge Press
development of textbook and Scootle
knowledge and for resources for
achievement of teaching and learning.
outcomes. Limited resource
authors weaken the
inclusive participation of
all learners. Resources
are heavily text based
which is not reflective
of the learning needs of
students within the Year
9 class.
for students’ competencies and the
development of growth of a positive
personal and social learning environment.
capabilities. Learning The development of
from peers enables personal and social
students to consider capabilities for students
multiple perspectives with additional needs
and make informed supports inclusion and
judgements. connectedness (Davies
et al., 2015).
The implementation Gloria et al. (2017)
of a variety of identify a paradigm shift
assessment for and in education towards
as learning enables student centred
teachers to identify if learning. The use of
students are formative assessment is
developing a valuable strategy for
meaningful teachers and students to
understandings of reflect on the
content. Assessment development of high
identifies students’ thinking skills and smart
ability to mind habits as students
autonomously apply direct their learning
geographic (Gloria et al., 2017). The
understanding to use of formative
different contexts. assessment within
understanding by design
can differentiated for all
learners needs.
Restructuring all Heacox (2018) highlights
resources to provide the need for authentic
relevant, current and differentiation practices
accessible learning to be embedded within
for all students. Using pedagogy. The
all new resources as Understanding by Design
part of the program framework utilises
evaluation process as backwards design to
part of the develop the process of
Understanding by how students will reach
Design backwards the desired goals
mapping and (Heacox, 2018). The use
continual of differentiated
improvement instruction and
approach. The Understanding by Design
implementation of supports all aspects of
differentiation of the the teaching and
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 product, process and learning design process
content is supported for inclusive education,
by careful resource support and learning
selection. environments.

Reference List

Chu, H.C & Sung. Y.H. (2016). A context-aware progressive inquiry-based augmented reality system to
improving students' investigation learning abilities for high school geography courses. 2016 5th IIAI
International Congress on Advanced Applied Informatics (IIAI-AAI), 353-356.

Davies, M., Cooper, G., Kettler, R., & Elliott, S. (2015). Developing Social Skills of Students with Additional
Needs within the Context of the Australian Curriculum. Australasian Journal of Special Education, 39(1),
37-55. doi: 10.1017/jse.2014.9

Fisher, G. & Binns, T. (2016). Issues in geography teaching. Routledge.

Gloria, R.Y., Sudarmin., Wiyanto., & Indriyanti, D.R. (2017). Assessment with stages of understanding by
design (UbD) in improving habits of the mind. International Journal of Environmental and Science
Education, 11(10), 2233-2242.

Goss, H. & Hunter, J. (2015). Target teaching: how better use of data can improve student learning. Grattan
Institute. Retrieved from https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-
Teaching.pdf

Grasby, K., Coventry, W., Byrne, B., & Olson, R. (2019). Little evidence that socioeconomic status modifies
heritability of literacy and numeracy in Australia. Child Development, 90(2), 623-637. doi:
http://dx.doi.org/10.1111/cdev.12920

Scott, C.L. (2015). The futures of learning 3: what kind of pedagogies for the 21st century. United Nations
Educational, Scientific and Cultural Organisation. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000243126

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 REPORT OF RECOMMENDATIONS

The original unit of work provided limited detail of the teaching and learning strategies applied, no scope and

sequence or marking criteria. This limited detail creates difficulty for members of the Geography faculty to

effectively teach the ‘Human Wellbeing’ topic effectively to best support students needs and academic

achievement. This report makes recommendations as supported by the Understanding by Design framework

for the implementation of improved support of learners needs, inquiry-based learning and understanding of

threshold concepts. The Understanding by Design framework has supported the creation of a scope and

sequence, concept map, marking criteria and modified unit outline and assessment. Programming must

support the needs of students for personal growth and academic performance.

Understanding by Design supports the modification of programs to meet the needs of diverse learners. As

McTighe and Wiggins (2012) identify, the purpose of the framework is to ensure unit design is centred on a

continual improvement approach. For a program to reflect the needs of the current students, all aspects

including teaching and learning strategies, resources and assessment tasks must undergo constant

development. Teaching and learning is not stagnant, nor should the programming of those be. This report

recommends the inclusion of quality literacy and numeracy strategies to support diverse learners. This is done

so through do now activities, explicit teaching strategies and geographic skills. The Australian Teaching

Standard 2.5 supports the significance of literacy and numeracy in the Australian education landscape (AITSL,

2014). It is important to recognise that students’ socioeconomic position does not define their ability to

achieve high level literacy and numeracy results (Grasby et al., 2019). All student within the Year 9 class have

the potential to grow their literacy and numeracy skills through explicit teaching and learning strategies. The

reconstructed unit of work provides a range of literacy and numeracy activities that support students

understanding, comprehension and application of geographic knowledge and skills (Goss & Hunter, 2015).

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Within the context of the Year 9 class the reconstructed unit has included modifications to support the diverse

learning needs of students as reflected through the results of the pre-test. Pre-test data is valuable for

identifying strengths and improvements of students as individuals and as a collective. The reconstructed unit

outline demonstrates the inclusion of literacy and numeracy strategies to support the growth and academic

achievement of students.

Inquiry-based learning is a valuable tool within Geography to support the critical and creative thinking of

learners. The Understanding by Design framework supports the implementation of inquiry-based learning to

engage and support students in the construction of meaning (McTighe & Wiggins, 2012). Inquiry-based

learning creates a positive learning environment of collaboration and communication for creativity among

peers (Scott, 2015). This report recommends the inclusion of inquiry-based learning through the inclusion of

individual and collaborative activities that engage students’ interest, encourage questioning and support

meaning making. The Quality Teaching Framework identifies students’ self-direction as a key aspect for

building a positive learning environment (NSW Department of Education, 2006). The concepts behind inquiry-

based learning support students’ skills for autonomy and self-management in learning. Critical and creative

thinking is identified in the Australian Curriculum as a general capability that all students require, having the

ability to use evidence critically and apply understanding creatively in today’s society (NESA, 2015). The work

of Chu and Sung (2016) highlights the possibilities of inquiry-based learning for student creativity by engaging

in higher thinking problems and problem-solving activities. The reconstructed unit outline has utilised inquiry-

based learning, particularly in students’ investigation task of a country of their choosing. Students must have

a deep understanding of information in order to communicate geographically. Providing students the

opportunity to have direction over their learning prepares learners with invaluable skills (Scott, 2015). Inquiry-

based learning supports all learners to develop critical and creative skills for personal growth and academic

achievement.

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Diverse learners require additional support to comprehend and apply key threshold concepts. Threshold

concepts are concepts within each subject area that are more difficult to understand, but are critical for the

connection of learning (Srivastava, 2013). Within ‘Human Wellbeing’ concepts and terminology are required

for students to successfully meet syllabus outcomes (NESA, 2015). This report recommends the amendment

of teaching and learning strategies to provide students with explicit teachings and instruction of threshold

concepts. The modified unit outline makes considerations to support students with Individual Learning Plans

to support their comprehension of threshold concepts. Social-emotional learning is a valuable pedagogical

tool for supporting students’ reflective practices (Davies et al., 2015). Students with additional learning needs

can have difficulty conveying their understanding of threshold concepts. The Understanding by Design

framework supports the implementation of pair and group collaboration to support students personal and

social capabilities. Collaboration and peer learning are important for support diverse learners understanding

and confidence in learning (Davies et al., 2015). Personal and social capabilities have a strong link to threshold

concepts with students needing to be supported in a positive learning environment in order to be vulnerable

and persistent in their learning. Threshold concepts must be considered in programming to support the

learning needs and areas of improvement of students.

Understanding by Design supports the constant evaluation of programs to best support the current needs of

students. This report recommends the modification of the ‘Human Wellbeing’ program by Camden High

Schools Geography faculty to support student learning. This report identifies the focus areas of literacy,

numeracy, critical and creative thinking, and personal and social capabilities to strengthen teaching and

learning strategies within the program. The context of the class being taught the unit of work is particularly

important for understanding and addressing the needs of students. Inquiry-based learning and the

understanding of threshold concepts are supported by Understanding by Design strategies for students’

academic achievement. The recommendations made in this report support the holistic teaching and learning

of students for personal growth and academic performance.

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 Reference List

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian professional standards for

teachers. AITSL. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Chu, H.C & Sung. Y.H. (2016). A context-aware progressive inquiry-based augmented reality system to
improving students' investigation learning abilities for high school geography courses. 2016 5th IIAI
International Congress on Advanced Applied Informatics (IIAI-AAI), 353-356.

Davies, M., Cooper, G., Kettler, R., & Elliott, S. (2015). Developing Social Skills of Students with Additional
Needs within the Context of the Australian Curriculum. Australasian Journal of Special Education, 39(1),
37-55. doi: 10.1017/jse.2014.9

Goss, H. & Hunter, J. (2015). Target teaching: how better use of data can improve student learning. Grattan
Institute. Retrieved from https://grattan.edu.au/wp-content/uploads/2015/07/827-Targeted-
Teaching.pdf

Grasby, K., Coventry, W., Byrne, B., & Olson, R. (2019). Little evidence that socioeconomic status modifies
heritability of literacy and numeracy in Australia. Child Development, 90(2), 623-637. doi:
http://dx.doi.org/10.1111/cdev.12920

McTighe, J. & Wiggins, G. (2012). Understanding by design framework. ASCD. Retrieved from
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

NSW Department of Education. (2006). Quality teaching in NSW public schools: a classroom practice guide.

NSW Government.

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Scott, C.L. (2015). The futures of learning 3: what kind of pedagogies for the 21 st century. United Nations
Educational, Scientific and Cultural Organisation. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000243126

Srivastava, S.K. (2013). Threshold concepts in geographical information systems: a step towards conceptual
understanding. Journal of Geography in Higher Education, 37(3).

Page | 15
 RECONSTRUCTED UNIT

Scope and Sequence

Stage 5 Geography

Sustainable Biomes Changing Places Environmental Change Human Wellbeing

and Management

Term 1 Term 2 Term 3 Term 4

25 Hours 25 Hours 25 Hours 25 Hours
Skills Test 10% Research Task 20% Fieldwork Assessment Yearly Exam 50%
20%

Stage 5, Year 9 Geography- Human Wellbeing

Content Human wellbeing Spatial variations in Human wellbeing in Improving human

and development human wellbeing Australia wellbeing

Term 4
10 Weeks Term 4, Weeks 1-2 Term 4, Weeks 2-4 Term 4, Weeks 4-7 Term 4, Weeks 7-10
25 Hours
Key inquiry What makes human How can the spatial What are the How do
questions wellbeing a variations in human economic, social governments,
geographical issue? wellbeing and and environmental groups and
development be impacts of individuals respond
measured? variations in to inequalities in
development and development and
human wellbeing? human wellbeing for
a sustainable
future?
Outcomes GE5-1, GE5-2, GE5-6, GE5-7, GE5-8
Assessment Yearly Examination 50%, Week 4
task

Page | 16
 Concept Map

https://atlas.mindmup.com/2019/04/f5b16af05b2a11e9a0ce031cd069e40a/stage_5_geography_human_w
ellbeing/index.html

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 Unit Outline

Understanding by Design modifications

Literacy and numeracy Critical and creative thinking Personal and social capability

Stage One- Desired Results

Unit goals
Students will investigate ways of measuring and mapping human wellbeing and development, including
the nature and differences that exist within and between countries (ACHGK076). Students examine the
causes, issues and consequences of spatial variations in human wellbeing using examples from Australia
and around the world (ACHGK077, ACHGK078, ACHGK079, ACHGK080). Local, national and international
initiates to improve human wellbeing are evaluated (ACHGK081).
Key inquiry questions Syllabus outcomes
• What makes human wellbeing a • GE5 1 explains the diverse features and
geographical issue? characteristics of a range of places and
• How can the spatial variations in human environments
wellbeing and development be measured • GE5 2 explains processes and influences
and explained? that form and transform places and
• What are the economic, social and environments
environmental impacts of variations in • GE5 6 analyses differences in human
development and human wellbeing? wellbeing and ways to improve human
• How do governments, groups and wellbeing
individuals respond to inequalities in • GE5 7 acquires and processes geographical
development and human wellbeing for a information by selecting and using
sustainable future appropriate and relevant geographical tools
for inquiry
• GE5 8 communicates geographical
information to a range of audiences using a
variety of strategies
Geographical concepts, skills and tools Learning across the curriculum

Geographical concepts Cross-curriculum priorities

• Space • Sustainability
• Environment
• Scale General capabilities
• Sustainability • Literacy
• Numeracy
Geographical skills • Information and communication technology
• Acquiring, processing and communicating capability
geographical information • Critical and creative thinking
• Personal and social capability
Geographical tools
• Maps
• Graphs and statistics
• Spatial technologies
• Visual representations

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Stage Two- Assessment Evidence
Assessment for learning Assessment as learning Assessment of learning

• Informal and formal • Visible learning through • Yearly examination

classroom discussions learning intentions
• Literacy and numeracy do • Exit slips
now activities • Self-reflections
• Think-pair-share-share
• Presentations
Literacy Numeracy ICT

• Mind mapping • Population Pyramids • Google slides

• Word fit • Photograph analysis • Youtube clips
• Close passage • Population data • Interactive websites
• Glossary

Stage Three- Learning Experiences and Instructions

Content Outcomes Teaching, learning and assessment Resources
Human wellbeing explains the • Students complete a pre- What is human
and development diverse features test of their knowledge and development?
Students: and understanding of wellbeing https://www.youtube.co
investigate ways of characteristics of and development m/watch?v=HwgZQ1Dq
measuring and a range of places G3w
mapping human and environments 1.0 Introduction to human
wellbeing and GE5-1 wellbeing Gap Minder
development, for • Do now- in pairs students https://www.gapminder
example: create a mind map of all .org/
(ACHGK076) aspects of their life that
•examination of contribute to their wellbeing OECD better life index
global indicators • Students create glossary of http://www.oecdbetterli
and benchmarks key definitions for human feindex.org/
for human wellbeing
wellbeing • Class discussion to answer
the key inquiry question-
why is human wellbeing a
geographical issue?
• Youtube clip and Gap
Minder demonstrates global
wellbeing
• Indicators of human
wellbeing are explained
using Google Slides
• Students are given the
definition and examples of
quantitative and qualitative
data. In table groups within
the OECD indicators,

Page | 19
 students create two data
collection methods to use to
gather data about their
peers’ experience of human
wellbeing

2.0 Global indicators for human

wellbeing
• Do now- students complete
a word fit of all glossary
terms in the topic
• Human development is
introduced using Google
Slides
• Students recap prior
knowledge of push and pull
factors
• Using a series of
photographs students are to
infer the countries level of
development through
photograph analysis
• GDP, literacy rates, life
expectancy, mortality rate,
fertility rate and Human
Development Index are
introduced
• In pairs students investigate
the global indicators above
and create a comparison
table for Australia, a
developed country, an
emerging country and a
developing country

Human wellbeing analyses 3.0 Mapping human wellbeing Hans Rosling’s 200
and development differences in • Class watches Hans Rosling countries, 200 years, 4
Students: human wellbeing clip minutes
investigate ways of and ways to • The Demographic Transition https://www.youtube.co
measuring and improve human Model is introduced m/watch?v=jbkSRLYSojo
mapping human wellbeing GE5-6 • Students complete a cut and
wellbeing and paste activity to create a How can countries
development, for Demographic Transition measure the wellbeing
example: Model in their books of their citizens
(ACHGK076) • Skills activity- Students are https://www.youtube.co
•description of explicitly taught how to m/watch?v=4PkD4JebM
draw and interpret AY
ways of
population pyramids.
measuring and
Students create three
mapping human

Page | 20
 wellbeing and pyramids based on the data
development for given to them
the purpose of
identifying and
analysing spatial
variations

Human wellbeing explains 4.0 Contemporary trends of human What is poverty?

and development processes and wellbeing https://www.youtube.co
Students: influences that • Students watch the World m/watch?v=tXpm7xDR
investigate ways of form and Vision series of clips and Wk4
measuring and transform places complete a close passage
mapping human and environments activity to understand How do we measure
wellbeing and GE5-2 poverty poverty?
development, for • Students add to their https://www.youtube.co
example: glossary definitions of m/watch?v=w5wORaWc
(ACHGK076) absolute and relative WPY
•analysis of poverty, refugee and asylum
contemporary seeker What causes poverty?
trends in human • Students individually https://www.youtube.co
wellbeing and research the UN Refugee m/watch?v=SCUhFFQ_Z
development Convention RA
• Students investigate the
Australian media’s What types of aid?
perception of refugees. Each https://www.youtube.co
table shares their findings m/watch?v=oHiNFi_0hcI

• Before moving to next A life in extreme poverty

syllabus point students https://www.youtube.co
complete a reflective journal m/watch?v=ElG5-
entry of their learners so far nXD0B8

60 years of the UN
Refugee Convention
https://www.youtube.co
m/watch?v=LtPXV8a_niI

What does it mean to be

a refugee?
https://www.youtube.co
m/watch?v=25bwiSikRsI

Deng Thiak Adut

unlimited
https://www.youtube.co
m/watch?v=buA3tsGnp
2s

Page | 21
Spatial variations in explains the 5.0 Spatial variations of wellbeing OECD’s hows life?
human wellbeing diverse features • do now- students analyse Exposes deep wellbeing
Students: and image comparing equality divisions
investigate causes, characteristics of and equity https://www.youtube.co
issues and a range of places • Class makes a concept map m/watch?v=WjOMHaNp
consequences of and environments together of all aspects of 5GY
spatial variations in GE5-1 inequality including natural
human wellbeing, resource ownership, Shocking aerial photos
for example: political, technological and highlight wealth
(ACHGK077, social inequality inequality
ACHGK078, https://mymodernmet.c
ACHGK079) om/unequal-scenes-
•description of johnny-miller/
spatial
variations in Inequality in Australia: a
human nation divided
wellbeing and https://www.youtube.co
development m/watch?v=y8FUbds7tN
between and U
within countries
using selected
indicators

Spatial variations in acquires and • do now- students watch first First world problems
human wellbeing processes world problems clip and anthem
Students: geographical create their own list of 5 https://www.youtube.co
investigate causes, information by #firstworldprobems. Each m/watch?v=fxyhfiCO_X
issues and selecting and student shares one with the Q
consequences of using appropriate class
spatial variations in and relevant Navigating cities with a
human wellbeing, geographical tools 6.0 Disability and wellbeing disability
for example: for inquiry GE5-7 • Students watch series of https://www.theguardia
(ACHGK077, videos about navigating the n.com/cities/2017/sep/2
ACHGK078, city with a disability 2/second-class-citizen-
ACHGK079) • Each table group is given a readers-navigating-
•examination of specific disability designed cities-
reasons for and feature used in cities. disability?fbclid=IwAR1e
consequences of Students research their ZBW6FDSFeOsIT1wZsF2
spatial creation and purpose. UTJHC3PvS0thnHtvGuzo
variations in Students present to the 7UHi15N6HclEJzKg
human class their design and how it
wellbeing and improves wellbeing The view from here: my
development path to disability
7.0 Safety and wellbeing advocacy
• Students are given a map of https://www.youtube.co
their school. As a class m/watch?v=-
student move around the uS56z1O46U
school and mark important
boundaries

Page | 22
 • Back in the classroom Inside Rio’s favelas, the
students reflect on the city’s neglected
purpose of boundaries neighbourhoods
• Students are introduced to https://www.youtube.co
the Fragile States Index. m/watch?v=c3BRTlHFpB
Class looks at weak and U
failed countries and
assesses their experience of 2016 Olympic: what Rio
wellbeing doesn’t want the world
to see
8.0 Liveability and wellbeing https://www.youtube.co
• Class looks at the Liveability m/watch?v=1W_zM7koJ
Index y8
• Using this index students
design their own city based Fragile States Index
on the six criteria https://fragilestatesinde
• Designs are displayed x.org/
around the room
• Class watches clips about
the Favelas in Brazil
• Exit Slip- Students answer
the inquiry question How
can the spatial variations in
human wellbeing and
development be measured
and explained?

Spatial variations in communicates 9.0 Development and wellbeing

human wellbeing geographical • Students select one country
Students: information to a other than Australia and
investigate causes, range of complete an individual
issues and audiences using a research project. Students
consequences of variety of investigate different issues
spatial variations in strategies GE5-8 affecting the development of
human wellbeing, their chosen country.
for example: Students are given one
(ACHGK077, whole lesson to research
ACHGK078, and create a presentation in
ACHGK079) any mode of their choosing.
•discussion of • Students present their
issues affecting investigation to the class
the
development of
places and their
impact on
human
wellbeing in
ONE country or
region

Page | 23
 Assessment Task

Outcomes Assessed

• explains processes and influences that form and transform places and
environments GE5-2
• analyses differences in human wellbeing and ways to improve human wellbeing
GE5-6
Page | 24
1. Which of the following is the correct sequencing in terms of level of highest development?
a. emerging, developing, developed
b. developing, developed, emerging
c. developed, emerging, developing
d. none of the above

Page | 25
Page | 26
Everyone in the world, regardless of their geography, age, culture,
religion or political environment aspires to live well.

Page | 27
Page | 28
Page | 29
Page | 30
 Marking Criteria

Section I - Multiple Choice questions

1. C
2. C
3. A
4. C
5. B
6. B
7. C
8. B
9. D
10. B

Section II - Definitions and terms

Migration
Human wellbeing
Biodiversity
Urbanisation
Internal migration
External migration/ immigration
Push factor
Pull factor

Forest
Desert
Tundra
Savannah
Aquatic

Page | 31
Section III - Short answer (25 marks)

Q13 1-2 3 4
Identifies what is Some explanation of Detailed explanation
biodiversity why biodiversity is why biodiversity is
important important

Q14 1 2
Describes what a crop yield is Describes what a crop yield is
with example
Q15 1 2 3
Identifies 1 correct way Identifies 2 correct ways Identifies 3 correct ways
humans have increased humans have increased humans have increased
crop yields crop yields crop yields
Q16 1 2 3
Gives 1 correct example Gives 2 correct example Gives 3 correct example
of push factors of push factors of push factors
Q17 1 2-3 4
Lists 1-2 factor that Lists 3 or more factors In sentence/s identifies
influences population that influence 4 or more factors that
growth population growth influence population
growth
Q18 1-2 3 4
Provides limited Provides an explanation Provides detailed
description of why of why invasive species explanation of why
invasive species have have contributed to invasive species have
contributed to environmental change contributed to
environmental change environmental change
Q19 1-2 3-4 5
Lists 1-3 indicators used Gives a description of Gives a detailed
to measure human more than 3 indicators description of more than
wellbeing used to measure human 4 indicators used to
wellbeing measure human
wellbeing

Page | 32
 Reference List

Mindmup. (2019). Free online mind mapping. Mindmup. Retrieved from

https://atlas.mindmup.com/2019/04/f5b16af05b2a11e9a0ce031cd069e40a/stage_5_geography_huma
n_wellbeing/index.html

NSW Department of Education. (2006). Quality teaching in NSW public schools: a classroom practice guide.
NSW Government.

NSW Education Standards Authority. (2015). Geography K-10 syllabus. NESA. Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Page | 33

Original Scope and Sequence
No scope and sequence were provided for Stage 5 Geography or the ‘Human Wellbeing’ program.
Original Unit Outline
Camden High School – Stage 5 UNIT OF
LEARNING
Unit Name: Human Wellbeing Duration
Unit overview
Students examine the nature of, and differences, in
human wellbeing and development that exist within and
between countries. They describe ways of measuring
human wellbeing and development to reveal spatial
variations and develop explanations for differences.
Students investigate examples from Australia and
across the world of issues affecting development, the
impact on human wellbeing and the consequences of
spatial variations across scales. Local, national and
global initiatives to improve human wellbeing are also
examined.
Syllabus skills:
• Explaining the processes that form and
transform places and environments
• Analysing the differences in human wellbeing
and the numerous ways in which individuals can
improve human wellbeing
• The acquisition of processes and geographical
information
APPENDIX
10 Weeks
Key concepts / Inquiry questions / “the big picture”
• What makes human wellbeing a geographical
issue?
• How can the spatial variations in human
wellbeing and development be measured and
explained?
• What are the economic, social and
environmental impacts of variations in
development and human wellbeing?
• How do governments, groups and individuals
respond to inequalities in development and
human wellbeing for a sustainable future
Syllabus Outcomes:
GE5-1 explains the diverse features and characteristics
of a range of places and environments
GE5-2 explains processes and influences that form and
transform places and environments
GE5-6 analyses differences in human wellbeing and
ways to improve human wellbeing
GE5-7 acquires and processes geographical information
by selecting and using appropriate and relevant
geographical tools for inquiry
GE5-8 communicates geographical information to a
range of audiences using a variety of strategies
Page | 34
Assessment for Learning Assessment as Learning: Assessment of Learning:
(Use info about students to inform (Students monitor own progress and (Evidence of student learning to
teaching & provide feedback) self-assess) assess against standards)

• Informal and formal classroom • ‘I can’ statements • Common assessment task –

discussions • Visible learning – success Final Examination
• Peer feedback criteria and learning
intentions
• Exit slips

Literacy Continuum – focus skills / Numeracy Continuum – focus skills / ICT Continuum – focus skills
clusters clusters
• Essay writing • Percentages • Word processing
• Paragraphing • Graphs • Internet research
• Sentence structure • Statistics Analysis • Power Point
• MS Publisher

Page | 35
 Content Teaching, learning and Adjustm Resources Registrat
assessment ents ion
Human wellbeing and
1.0 Human wellbeing Source 15.5 'Fertility
development
and mortality rates for
Students: ▪ Key dimensions - health, social
2015' - Cambridge
investigate ways of connections and relationships,
Page 357.
measuring and environment, education, material
mapping human living standards, personal activities, Source 15.7 'The
wellbeing and political voice and governance, transition from high
development, for security. fertility and mortality
example: rates to low fertility and
(ACHGK076) ▪ Global indicators - Fertility rate and
mortality rates as a
mortality rate
examination of country develops' -
global indicators Cambridge Page 358.
and benchmarks 2.0 The Demographic Transition Source 15.10 'The
for human Model where-to-be-born index'
wellbeing - Cambridge Page 361.
▪ Five stages of the model
description of ways Source 15.12 'World
of measuring ▪ Key questions: what is the purpose
Happiness Report' -
and mapping of the model? what is it telling you
Cambridge Page 363.
human wellbeing about the trends between
and development population, birth rate and death Source 15.13 '
for the purpose rate? Traditional path of
of identifying and development' -
analysing spatial Cambridge Page 365.
variations 3.0 Mapping human wellbeing
analysis of ▪ Life satisfaction surveys - students
contemporary to complete survey about their own Scootle resources
trends in human wellbeing
How's life? TFL-ID
wellbeing and ▪ Contemporary trends - process of M013862
development modernisation, Human
Development Index, Gross National http://www.scootle.edu.
Product au/ec/resolve/view/M01
3862
▪ Global analysis of happiness

A geographical focus
on 'Choose your own
statistics' TFL-ID
M019644
http://www.scootle.edu.
au/ec/resolve/view/M01
9644

Measuring wellbeing
TFL-ID M013959
http://www.scootle.edu.
au/ec/resolve/view/M01
3959

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 Content Teaching, learning and Adjustm Resources Registrat
assessment ents ion
Spatial variations in
4.0 Life expectancy Source 16.4 'Highest
human wellbeing
and lowest life
Students: Australia, China and India.
expectancies across
investigate causes,
Research task - Comparison of the the globe in 2015' -
issues and
three countries (location, total area, Cambridge Page 373.
consequences of
climate, terrain, land use).
spatial variations in Source 16.11 'First,
human wellbeing, second - and third-
for example: world countries' -
(ACHGK077, 5.0 Reasons for and consequences
Cambridge Page 381.
ACHGK078, of spatial variations
ACHGK079)
comparison of developed, developing
description of and underdeveloped countries -
spatial variations comparison of first world, second
Scootle resources
in human world and third world (why do we not Life expectancy
wellbeing and use these terms anymore?) PowerPoint TFL-ID
development M012539
between and Activity: Students to create their own
within countries list of 5 #firstworldproblems - share http://www.scootle.edu.
using selected with the class au/ec/resolve/view/M01
indicators Why are they called first word 2539
problems?
examination of
Gapminder card
reasons for and
6.0 Issues affecting the development game TFL-ID M012540
consequences of
spatial variations of places and the impact on human http://www.scootle.edu.
in human wellbeing au/ec/resolve/view/M01
wellbeing and Poverty 2540
development
Social mobility
discussion of Income
issues affecting
Assess these factors for Cambodia
the development
of places and
their impact on
human wellbeing
in ONE country
or region

Page | 37
 Content Teaching, learning and Adjustm Resources Registrat
assessment ents ion
Human wellbeing in
7.0 OECD Better Life Index Source 17.5 'Australia's
Australia
OECD Better Life Index
Students: Examine the 11 topics
results' - Cambridge
investigate the
Research - housing, income, jobs, Page 389.
reasons for and
community, education, environment,
consequences of Research - OECD
health, life expectancy
spatial variations in Better Life Index:
human wellbeing in Changes in Australia's wellbeing -
http://www.oecdbetterlif
Australia, for newspaper article and
example: eindex.org/countries/au
comprehension - trends
(ACHGK080) stralia/
8.0 Youth wellbeing
identification of Newspaper article:
differences in Examine statistics from infographic
http://www.smh.com.au
human wellbeing Services available to young people /business/the-
in Australia using economy/wellbeing-
a range of 9.0 Ageing population
index-reveals-life-got-
indicators Examine historical fertility rate in better-for-australians-
Australia in-2016-20170303-
examination of guq6ob.html
Comparison of birth rates in Australia
reasons for and Source 17.12 'Youth
with other countries
consequences of and wellbeing
differences in infographic from New
human wellbeing Internationalist
10.0 Youth vs Ageing population
for TWO groups magazine' - Cambridge
of people in Compare the needs and impact on Page 397.
Australia eg Australia to have the two extremes
cultural groups, Ageing Populaton
unemployed, the How can we cater to both groups?
https://demographics.tr
aged, young 11.0 Human wellbeing and where easury.gov.au/content/
people, people people live _download/australias_d
with disabilities emographic_challenge
Segregation and coexistence
s/html/adc-04.asp
analysis of how Social polarisation
human wellbeing Social inclusion and exclusion
is influenced by
where people Remote communities - Where are
live in Australia they in Australia?
Physical activity: divide students
based on nominated availability to
resources - how does that make you
feel?

Page | 38
 Content Teaching, learning and Adjustm Resources Registrat
assessment ents ion
Improving human
12.0 Improving Australia's wellbeing Source 18.6 'World
wellbeing
map showing the
Students:
countries with the
investigate initiatives
13.0 Improving global wellbeing highest numbers of
to improve human
people internally
wellbeing in Research task: Non-government
displaced through
Australia and other organisations, names, role, origin and
conflict' - Cambridge
countries, for purpose
Page 416.
example:
(ACHGK081) Impact of conflict - different types of
conflict (armed, inter-state, nation-
evaluation of state, extra-state, coup d'etat)
initiatives by Scootle resources
governments They Serve, 1940: The
and non- The United Nations: role, purpose story of the Red
government Cross TFL-ID R7057
organisations to Research task: UNICEF, UNHCR,
reduce spatial WHO, WFP - evaluate effectiveness http://www.scootle.edu.
variations in of improving wellbeing at a global au/ec/resolve/view/R70
human wellbeing scale 57
14.0 Role of individuals
discussion of the
Volunteer opportunities (eg. Clean Up How does the United
role individuals
Australia, Red Shield Appeal, Nations work? TFL-ID
play in improving
Greenpeace) M020196
human wellbeing
Task: Create a recruitment poster for http://www.scootle.edu.
proposal for action a volunteer organisation au/ec/resolve/view/M02
by governments, 0196
15.0 Proposal for action
organisations or
individuals to Responses to conflict: United Nations
improve the Security Council and North Atlantic
wellbeing of Treaty Organisation (NATO)
ONE group in 16.0 Improving wellbeing of one
Australia group
Relationships between land
managers and Traditional owners
NGO Landcare Project - purpose,
impact, importance, connection to
improving wellbeing

Evaluation

Original Assessment Task

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 Original Marking Criteria

No marking criteria was created for the marking of the yearly exam.

Page | 46